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Interactions between Design Innovation and Educational Change in Non-Western Schools

Author(s): ORCID

Medium: journal article
Language(s): English
Published in: Buildings, , n. 3, v. 14
Page(s): 716
DOI: 10.3390/buildings14030716
Abstract:

In Western countries, school systems have employed modern school building designs as symbols for progressive and innovative educational change. Yet, how does this design symbolism change teaching and learning? To address this, we examine the challenges and complexities of innovative school design by drawing on case studies of preschool and primary-level schools from non-Western cultural contexts. A conceptual framework that links social, organisational, cultural, and material elements is used to analyse two new schools in the Kingdom of Saudi Arabia and Uruguay that used modern school designs as a basis for changes to local pedagogical approaches. Our findings suggest that school building design is not able, by itself, to drive educational changes; and that there are inherent challenges involved in its alignment with localities in terms of staff cultures, student dynamics, and school organisation. Special focus is given to the design of the new school facilities, and the voice of educators in this process. The conclusion points out the need for an adaptive alignment between non-Western educational conventions and introduced education and design concepts.

Copyright: © 2024 by the authors; licensee MDPI, Basel, Switzerland.
License:

This creative work has been published under the Creative Commons Attribution 4.0 International (CC-BY 4.0) license which allows copying, and redistribution as well as adaptation of the original work provided appropriate credit is given to the original author and the conditions of the license are met.

  • About this
    data sheet
  • Reference-ID
    10773371
  • Published on:
    29/04/2024
  • Last updated on:
    05/06/2024
 
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